Northcote College STRATEGIC PLAN - 2018-2021 ut prosim aliis

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Northcote College
   STRATEGIC PLAN
      2018-2021

     ut prosim aliis

                       1
Introduction

The school which is now Northcote College was founded in 1877.

Positive learning relationships are at the heart of Northcote College. We recognise that each ākonga/learner is important and unique. We work hard to
create an environment where ākonga/learners are happy, thrive academically, enjoy the co-curricular opportunities available and share positive values.

The success of ākonga/learners at Northcote College is a reflection of the commitment of the akonga/learners themselves and also a reflection of the
commitment of parents, teachers and others who guide, support, inspire and encourage students to achieve their best. Successful learning for students at
Northcote College does not occur in isolation; we are part of a local community, a city, a nation and a global community.

We have high expectations of ourselves and for ākonga/learners.
Northcote College values are:
Respect for self
Respect for others
Respect for the environment

Vision:

Successful learning for all ākonga/learners

Our vision is to maximize the potential of each ākonga/learner across the total learning experience in an environment where they are challenged, where
there are high expectations and where opportunities for excellence* abound.

We aim for every student to have both educational success and skills and knowledge for work and life
(Source: MoE 4 year plan 2015)

We aim for every student to be a confident, connected, actively involved lifelong learner.
(NZ Curriculum and Outcome Indicators pages 18 and 19 of ERO School Evaluation Indicators)

Continuous improvement will be achieved through a process of noticing, investigating, collaborative sense making, prioritising to take action and monitoring
and evaluating impact (ERO Effective School Evaluation, 2015, page 40). The process will be evidence based including the voices of ākonga/learners,
parents/whānau and teachers.

* Excellence is defined as in the NZC:
‘Students will be encouraged to value excellence by aiming high and persevering in the face of difficulties.’ Page 10 NZC

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The Big Picture:

Our vision of success for all ākonga/learners in terms of wellbeing, development and success is described below.

We want students to be comfortable with who they are and to be inclusive of others. We want students to be resilient and optimistic, and to establish
and maintain positive relationships. We want students to be active and to take responsibility and to be responsible. We want them to feel included,
cared for, safe and secure. For students to be life-long learners they need strong literacy and mathematical understanding and to be digitally
literate. They need to be curious and to know how to learn and where to go for information and they need to be able to think critically and
creatively and to respond to change.

This vision of success is derived from the ERO learner-focused outcome indicators below:

Confident in their identity, language and culture as citizens of Aotearoa New Zealand
Students:
   •   are confident in their identity, language and culture
   •   value diversity and difference: cultural, linguistic, gender, special needs and abilities
   •   represent and advocate for self and others
   •   promote fairness and social justice and respect human rights
   •   use cultural knowledge and understandings to contribute to the creation of an Aotearoa New Zealand in which Māori and Pākehā recognise each
       other as full Treaty partners
   •   show a clear sense of self in relation to cultural, local, national and global contexts.

Socially and emotionally competent, resilient and optimistic about the future1
Students:
   •   enjoy a sense of belonging and connection to school, whānau, friends and the community
   •   feel included, cared for, and safe and secure
   •   establish and maintain positive relationships, respect others’ needs and show empathy
   •   are able to take a leadership role and make informed and responsible decisions
   •   are physically active and lead a healthy lifestyle
   •   self-manage and show self-efficacy
   •   are resilient and adaptable in new and changing contexts.

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A successful lifelong learner
Students:
   •   demonstrate strong literacy and mathematics understanding and skills and achieve success across the learning areas of The New Zealand
       Curriculum and/or Te Marautanga o Aotearoa
   •   are curious and enjoy intellectual engagement
   •   draw on multiple perspectives and disciplinary knowledge to actively seek, use and create new knowledge and understandings
   •   are technologically fluent and take a discerning approach to the use of technology
   •   are digitally fluent, using a range of e-learning tools to enhance learning
   •   who are Māori enjoy education success as Māori
   •   confidently tackle challenging tasks and are resilient and persevering in the face of difficulties and failure
   •   use multiple strategies for learning and problem solving
   •   collaborate with, learn from, and facilitate the learning of others
   •   set personal goals and self-evaluate against required performance levels
   •   develop the ability to reflect on their own thinking and learning processes
   •   in primary education achieve success in relation to National Standards in mathematics, reading, and writing
   •   in post-primary education achieve success at levels 1, 2 and 3 of the National Certificate of Education Achievement (NCEA)
   •   determine and participate in coherent education pathways that connect to further education or employment.

Participates and contributes confidently in a range of contexts – cultural, local, national and global2
Students:
   •   think critically and creatively, applying knowledge from different disciplines in complex and dynamic contexts
   •   are energetic and enterprising, effectively navigating challenges and opportunities
   •   work collaboratively to respond to problems not previously encountered, developing new solutions and approaches
   •   understand, participate in, and contribute to cultural, local, national and global communities
   •   are critical, informed, active and responsible citizens
   •   can evaluate the sustainability of a range of social, cultural, economic, political and environmental practices
   •   are ethical decision makers and guardians of the world of the future.

   Source: Source: School Evaluation Indicators, ERO, 2015
       http://www.ero.govt.nz/publications/school-evaluation-indicators/outcome-indicators/

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2018-2021 Strategic Goals/Outcomes for Students

     1. By 2021 95% of all Northcote College leavers/18 year olds will achieve NCEA Level 2 (including 95% of Maori, Pasifika and boys)
     2. By 2021 80% of Northcote College leavers will be engaged in tertiary study one year after leaving school (including 80% of Maori, Pasifika and boys)

Strategic Approaches 2018-2021 to support the achievement of our Strategic Goals/Outcomes for Students

     1. Professional Learning
        All staff engaged in professional learning and teaching as inquiry
                To strengthen students’ agency and resilience
                To understand and implement 21stC pedagogy
                To build our capacity to personalise learning for, and with, Māori learners, to ensure they enjoy educational success (Tātaiako).
     2. Educationally powerful connections
        All staff developing educationally powerful connections and relationships with parents, families, whānau
     3. Pathways
        Build student capability to determine and participate in future-focussed education pathways that lead to further education and employment (p19
        Education Outcome indicators)

Values, Key Competencies, Learning Areas and Principles
Directions for learning at Northcote College are driven by the Vision, Values, Key Competencies, Learning Areas and Principles of the New Zealand
Curriculum.
See Appendix 1.
http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum

Cultural Diversity
Northcote College policies and practices reflect New Zealand’s cultural diversity and the unique position of the Māori culture. Education Act s61(3)(a)(i).
The school is committed to offering Te Reo Māori and Tikanga Maori at all year levels. The school is committed to Te Whānau o te Kakano.

National Requirements
The Northcote College Board of Trustees is guided by and accepts the requirements and responsibilities set out in the National Educational Goals (NEGs)
https://education.govt.nz/ministry-of-education/legislation/negs/ and National Administrative Guidelines (NAGs) https://education.govt.nz/ministry-of-
education/legislation/nags/

NB: The 2017 Education Amendment Act 2017 has changed the planning and reporting rules for schools.
Strategic plans will reflect how the school intends to achieve the objectives for the education system and the Government’s priorities contained in its statement of National Education and Learning Priorities (NELP), and incorporate any outcomes agreed to by
any Community of Learning that the school belongs to. Schools will need to develop a new strategic plan every four years in consultation with the school community, including families and whānau, staff, students (as appropriate) and any other person, group or
organisation they consider ought to be consulted. The strategic plan will be assessed by the Ministry for quality rather than process requirements. Annual implementation plans will contain more detail about the school’s individual actions and targets for the
following year. The implementation plan does not have to be provided to the Ministry, thus streamlining the process for schools.
https://education.govt.nz/assets/Documents/Ministry/Legislation/Ed-Act-Update-Factsheets/Ed-Act-Update-FS-4-Improving-planning-and-reporting.pdf

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Practices and Processes
Northcote College recognises the importance of the following indicators of school effectiveness and we evaluate policies and practices against these
indicators in a continuous cycle of improvement.
http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/

Domain 1: Stewardship
The board actively represents and serves the school and education community in its stewardship role
The board scrutinises the effectiveness of the school in achieving valued student outcomes
The board evaluates how effectively it is fulfilling the stewardship role with which it has been entrusted
The board effectively meets its statutory responsibilities
http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/#domain-1-stewardship

Domain 2: Leadership for equity and excellence
Leadership collaboratively develops and pursues the school’s vision, goals and targets for equity and excellence
Leadership ensures an orderly and supportive environment that is conducive to student learning and wellbeing
Leadership ensures effective planning, coordination and evaluation of the school’s curriculum and teaching
Leadership promotes and participates in teacher learning and development1
Leadership builds collective capacity to do evaluation and inquiry for sustained improvement
Leadership builds relational trust and effective collaboration at every level of the school community
http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/#domain-2-leadership-for-equity-and-excellence

Domain 3: Educationally powerful connections and relationships
School and community are engaged in reciprocal, learning-centred relationships
Communication supports and strengthens reciprocal, learning-centred relationships
Student learning at home is actively promoted through the provision of relevant learning opportunities, resources and support
Community collaborations enrich opportunities for students to become confident, connected, actively involved, lifelong learners
http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/#domain-3-educationally-powerful-connections-and-relationships

Domain 4: Responsive curriculum, effective teaching and opportunity to learn
Students learn, achieve and progress in the breadth and depth of The New Zealand Curriculum and/or Te Marautanga o Aotearoa
Students participate and learn in caring, collaborative, inclusive learning communities
Students have effective, sufficient and equitable opportunities to learn
Effective, culturally responsive pedagogy supports and promotes student learning
Assessment for learning develops students’ assessment and learning-to-learn capabilities
http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/#domain-4-responsive-curriculum-effective-teaching-and-opportunity-to-learn

Domain 5: Professional capability and collective capacity
A strategic and coherent approach to human resource management builds professional capability and collective capacity
Systematic, collaborative inquiry processes and challenging professional learning opportunities align with the school vision, values, goals and targets
Organisational structures, processes and practices enable and sustain collaborative learning and decision making
Access to relevant expertise builds capability for ongoing improvement and innovation
http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/#domain-5-professional-capability-and-collective-capacity

Domain 6: Evaluation, inquiry and knowledge building for improvement and innovation
Coherent organisational conditions promote evaluation, inquiry and knowledge building
Collective capacity to do and use evaluation, inquiry and knowledge building sustains improvement and innovation
Evaluation, inquiry and knowledge building capability facilitates engagement with external evaluation and the wider education community
http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/#domain-6-evaluation-inquiry-and-knowledge-building-for-improvement-and-innovation
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Northcote College Annual Plan for 2018

2018-2021       Strategic Goals/Outcomes for Students

      1. By 2021 95% of all Northcote College leavers/18 year olds will achieve NCEA Level 2 (including 95% of Maori, Pasifika and boys)
      2. By 2021 80% of Northcote College leavers will be engaged in tertiary study one year after leaving school (including 80% of Maori, Pasifika and boys)

2018-2021 Strategic Approaches to support the achievement of our Strategic Goals/Outcomes for Students

   1. Professional Learning
      All staff engaged in professional learning and teaching as inquiry
                   •  To strengthen students’ agency and resilience
                   •  To understand and implement 21stC pedagogy
                   •  To build our capacity to personalise learning for, and with, Māori learners, to ensure they enjoy educational success (Tātaiako).

   2. Educationally powerful connections
      All staff developing educationally powerful connections and relationships with parents, families, whanau.

   3. Pathways
      Build student capability to determine and participate in future-focussed education pathways that lead to further education and employment (p19 Education Outcome
      indicators)

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Project/Actions/Important Strategies 2018

Connections                                             Pathways                      Professional Learning
Home School                 Northcote                   Curriculum Design             Tātaiako              21st C Pedagogy                  Student Wellbeing
Partnership                 Community of                                                                                                     Project
Project (Teacher            Learners
Led Innovation
Fund)

Senior Leadership           Senior Leadership           Senior Leadership Team        Senior Leadership          Senior Leadership           Senior Leadership
Team Member                 Team Member                 Member responsible:           Team Member                Team Member                 Team Member
responsible:                responsible:                Sam McNaughton                responsible:               responsible:                responsible:
Sam McNaughton              Vicki Barrie                Deputy Principal              Karen Russell              Karen Russell               Mike Dudley
Deputy Principal            Principal                   See 2018 Pathways             Deputy Principal           Deputy Principal            Assistant Principal
See 2018 Home and           See 2018 NCOL Plan          and Transitions Plan          See 2018 Tātaiako          See 2018 21stC              See 2018 Student
School Partnership                                                                    Plan                       Pedagogy Plan               Agency and Resilience
Plan                                                                                                                                         Plan
Ideas:                      Ideas:                      Ideas:                        Ideas:                     Ideas:                      Ideas:
Create more                 Develop greater             Junior curriculum review      Each teacher to            Establish what 21stC        Identify areas for
opportunities for           consistency in assessing                                  determine a personal       learning looks like at      change/development
parents and whanau to       against curriculum levels   Consider ways to develop      Tātaiako challenge.        Northcote College.          from student Wellbeing
effectively support their   (Source: NC ERO report      specific pathways for                                                                and Me and My School
child’s learning at         2016)                       junior students who are       Incorporate cultural       Work on ensuring            surveys.
school. (Source: TSP                                    not succeeding in the         competencies into the      students think critically
survey 2017)                Continue to build on        current curriculum.           school’s appraisal         and talk about what they    Find ways to help
                            positive relationships      (Source: NC ERO report        processes. (Source: NC     are learning. (Source:      students manage stress
                            with whānau Māori, to       2016)                         ERO report 2016)           TSP survey 2017)            and anxiety.
                            grow partnerships in
                            learning and support the    Year 11 Flexible Learning     Encourage all Māori        Work on ensuring            Stage 2 PB4L
                            development of plans to     Option?                       learners to take further   students have
                            continue building Māori                                   advantage of               opportunities to interact
                            students’ achievement.      Consider reduced              opportunities in te reo    with information to
                            (Source: NC ERO report      assessments and reduced       Māori, kapa haka,          critique and create
                            2016)                       courses?                      mentoring and support.     knowledge, and
                                                                                      (Source: NC ERO report     transform it. (Source:
                                                        Introduce Unitec 4+1          2016)                      TSP survey 2017)
                            Idea for Maori student
                            achievement.Our aim is      Evaluate the extent to        Actively seek the          Ensure every student has
                            95% Maori students          which the curriculum          expertise of the local     challenging (stretch)
                            getting NCEA level 2 by     reflects te ao Māori, to      community, hapu and iwi    learning goals. (Source:
                            2021. Next years Year 9     ensure that Māori                                        TSP survey 2017)
                            is the 2021 Year 12.        language and cultural
                            Currently NCEA leaver       identity are recognized and                              Investigate strategies
                            level 2 success is 88%      promoted through all                                     that support Māori and
                            overall, 78% PI 68%         learning areas and                                       Pasifika learners to make
                            Maori. If we have 30        pathways. (Source: NC                                    accelerated progress in

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Maori students enrolled     ERO report 2016)               their learning (Source:
for Year 9 2018 and                                        NC ERO report 2016)
nothing changes 10 of       Encourage all Māori
them won’t get NCEA         learners to take further       Student Agency and
level 2. We need to tell    advantage of opportunities     Resilience
parents this. Invite        in te reo Māori, kapa haka,
every Maori family          mentoring and support.         Improve our
enrolled for Year 9 2018    (Source: NC ERO report         understanding of growth
to a meeting. Visit the     2016)                          mindset research.
homes or work or have
individual meetings with    Support our local              Deepen our
those who don’t/can’t       community by ensuring          understanding of Angela
come to the meeting. Ask    students have                  Duckworth’s work on
about hopes and dreams.     opportunities to actively      ‘Grit’.
Complete the Whanau         contribute in ways valued
Education Action plan.      by the community.              Support our local
Todd says he can do         (Source: TSP survey 2017)      community by ensuring
some visits. Set up these                                  students have
students with a mentor?     Build collaboration with the   opportunities to actively
Ask parents what would      local community so that        contribute in ways valued
help.Track their progress   their expertise can be used    by the community.
and report to SLT and       to support learning in class   (Source: TSP survey
BoT.                        or other school activities.    2017)
                            (Source: TSP survey 2017)
                                                           Develop explicit
                                                           instruction in learning
                            Ensure we are clear about      strategies (such as goal
                            the purpose of all learning.   setting, self-monitoring
                            Develop our ability to be      and deliberate practice)
                            critical and creative in       that enable students to
                            relation to what we teach.     take control of their
                                                           learning, develop meta-
                            Consult on ideas for senior    cognitive skills, self-
                            timetable including:           regulate, and develop
                            5 day cycle – teaching         self-efficacy and agency.
                            time.                          (Source: ERO Process
                            5 subjects instead of 6        Indicators Domain 4))
                            Independent
                            projects/cross
                            curricular/workshops
                            Semesters/multi teachers
                            one class

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Other Actions/Areas of Work 2018                                                    Resources/Sources of Information and Evidence

   1.   Work to increase time available to teachers for inquiry, planning,          A framework for transforming learning in schools: Innovation and the spiral of
        collaboration, evaluation and professional learning.                        inquiry (Timperley, Kaser, Halbert)
   2.   Work to protect teaching time from unnecessary interruptions.               Tātaiako: Cultural Competencies for Teachers of Maori Learners
         (Source: TSP survey 2017)                                                  https://educationcouncil.org.nz/sites/default/files/Tataiako.pdf
   3.   Property developments to support learning                                   Educationally powerful connections with parents and whanau, ERO Report,
   4.   Sport Northcote Project                                                     November 2015
   5.   Develop a communication plan and style guide for the school to improve      http://www.ero.govt.nz/assets/Uploads/ERO-Educationally-Powerful-Connections-
        communication with parents, whanau and perception of the school in the      FINAL.pdf
        community. Review website and social media and school apps.                 Raising student achievement through targeted actions, ERO Report, December
   6.   Improve Maori student attendance rates.                                     2015
   7.   Update school wide appraisal to reflect the new Code of Professional        ERO School Evaluation Indicators, 2016
        Responsibility and Standards for the Teaching Profession.                   http://www.ero.govt.nz/assets/Uploads/ERO-15968-School-Evaluation-
   8.   Plan for future roll growth                                                 Indicators-2016-v10lowres.pdf
   9.   Trial digital assessments in readiness for more digital assessment in the   ERO Effective Internal Evaluation for Improvement 2016
        future.                                                                     http://www.ero.govt.nz/assets/Uploads/Effective-internal-evaluation-for-
                                                                                    improvement.pdf
                                                                                    Ministry of Education 4 year Plan 2016-2020
                                                                                    https://education.govt.nz/assets/Uploads/4YP-Plan-on-a-Page-A4-2016.pdf
                                                                                    Our Code Our Standards: Code of Professional Responsibility and Standards for
                                                                                    the Teaching Profession
                                                                                    https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Stan
                                                                                    dards%20web%20booklet%20FINAL.pdf
                                                                                    Northcote College School Leaver Achievement and Destination Profile Data 2016
                                                                                    NZC Key Competencies

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Appendix One
NZ Curriculum in Summary
VISION P8                                        KEY COMPETENCIES P12
What we want for our young people.               Capabilities for living and lifelong learning
Young people who are:                               •   Thinking
   •   Confident                                    •   Using language, symbols, and texts
   •   Connected                                    •   Managing self
   •   Actively involved                            •   Relating to others
   •   Lifelong learners                            •   Participating and contributing
VALUES P9                                        LEARNING AREAS P16
To be encouraged, valued and explored            Important for a broad general education
   •   Excellence                                   •   English
   •   Innovation, inquiry, and curiosity           •   The arts
   •   Diversity                                    •   Health and physical education
   •   Equity                                       •   Learning languages
   •   Community and participation                  •   Mathematics and statistics
   •   Ecological sustainability                    •   Science
   •   Integrity                                    •   Social sciences
   •   Respect                                      •   Technology
                                                    •   DCT??
CURRICULUM PRINCIPLES P9                         EFFECTIVE PEDAGOGY Pages 34-36
Foundations of curriculum decision making        Teacher actions promoting student learning
   •  High expectations                          Students learn best when teachers:
   •  Treaty of Waitangi                            •   Create a supportive learning environment
   •  Cultural diversity                            •   Encourage reflective thought and action
   •  Inclusion                                     •   Enhance the relevance of new learning
   •  Learning to learn                             •   Facilitate shared learning
   •  Community engagement                          •   Make connections to prior learning and experience
   •  Coherence                                     •   Provide sufficient opportunities to learn
   •  Future focus                                  •   Inquire into the teaching learning relationship

Adapted from “From the New Zealand Curriculum”

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